Failing a student nurse

2013 ◽  
Vol 21 (2) ◽  
pp. 224-238 ◽  
Author(s):  
Sharon Black ◽  
Joan Curzio ◽  
Louise Terry
Keyword(s):  
Inner City ◽  
Registered Nurses ◽  
Nursing Student ◽  
Moral Courage ◽  
Student Nurse ◽  
Moral Integrity ◽  
Moral Stress ◽  
Moral Residue ◽  
Mentor Experience

The factors preventing registered nurses from failing students in practice are multifaceted and have attracted much debate over recent years. However, writers rarely focus on what is needed to fail an incompetent pre-registration nursing student in their final placement. This hermeneutic study explored the mentor experience of failing a pre-registration nursing student in their final placement. A total of 19 mentors were recruited from 7 different healthcare organisations in both inner city and rural locations in the southeast of England. Participants took part in individual reflective interviews about their experience of failing a pre-registration nursing student in their final placement. These experiences were interpreted through a hermeneutic discovery of meaning. The new horizon of understanding which developed as a result of this research is framed within the context of moral stress, moral integrity and moral residue with the overall synthesis being that these mentors’ stories presented a new horizon of moral courage.

Use of mobile devices in nursing student–nurse teacher cooperation during the clinical practicum: An integrative review

2015 ◽  
Vol 35 (3) ◽  
pp. 493-499 ◽  
Author(s):  
Camilla Strandell-Laine ◽  
Minna Stolt ◽  
Helena Leino-Kilpi ◽  
Mikko Saarikoski
Keyword(s):  
Mobile Devices ◽  
Nursing Student ◽  
Student Nurse ◽  
Integrative Review ◽  
Clinical Practicum

scholarly journals Experiences of final year nursing students in their preparedness to become registered nurses

Curationis ◽  
2005 ◽  
Vol 28 (4) ◽  
Author(s):  
S Carlson ◽  
W J Kotzé ◽  
D Van Rooyen
Keyword(s):  
Nursing Students ◽  
Registered Nurses ◽  
Research Design ◽  
Nursing Student ◽  
Professional Nurse ◽  
Professional Nursing ◽  
Study Results ◽  
Professional Nurses

The objectives of this study were: firstly, to explore and describe the experiences of final year nursing students relating to how they experience their preparedness to fulfil the role of professional nurse; secondly, to explore and describe the experiences of novice professional nurses in the role of professional nurse; finally, to generate a model which will assist the final year nursing student to become a professional nurse. A theory-generative, qualitative, explorative, descriptive and contextual research design was utilized to reach the objectives of the study. Results indicated that final year nursing students experience a lack of confidence to take on the responsibilities of professional nursing. The results are displayed in table form and discussed in the article. This abstract forms part of a bigger study that addresses the professional maturity of the novice professional nurse for the practice of nursing.

scholarly journals The attitude of registered nurses at Addington Hospital towards their profession

Curationis ◽  
1982 ◽  
Vol 5 (3) ◽  
Author(s):  
L. Schlebusch ◽  
G. Stanley-Clarke ◽  
A.C.M. Aucamp ◽  
M.P.S. Scallan ◽  
C. Buys ◽  
...  
Keyword(s):  
South Africa ◽  
Registered Nurses ◽  
Nursing Profession ◽  
Student Nurse ◽  
The Republic ◽  
Drop Outs ◽  
Conditions Of Employment

Several investigations into the nursing profession have demonstrated that a significant number of registered nurses leave the profession or are dissatisfied with it. The student nurse drop-outs of the 1979 intake in the Republic of South Africa amounted to 2,120. Similarly, recent public reports have noted widespread dissatisfaction amongst nurses in South Africa, particularly with regard to salary and conditions of employment. At Addington Hospital a rapid changeover of registered nurses on the staff was also noted. Preliminary enquiries revealed that the cause is not that nurses do not want to nurse, but that they are simply no longer willing to make the major compromises expected of them if they choose to stay in the profession.

My Practice Evolution: An Appreciation of the Discrepancies Between the Idealism of Nursing Education and the Realities of Hospital Practice

2010 ◽  
Vol 16 (1) ◽  
pp. 21-24 ◽  
Author(s):  
Danielle E. K. Perkins
Keyword(s):  
Nursing Education ◽  
Registered Nurses ◽  
Nursing Practice ◽  
Hospital Setting ◽  
Student Nurse ◽  
Hospital Practice ◽  
New Nurses ◽  
Professional Nursing ◽  
Professional Nursing Practice ◽  
Graduate Nursing

Newly graduated registered nurses face a barrage of physical and mental challenges in their first few years of practice, especially in the hospital setting. This article explores discrepancies between student nurse practice and professional nursing practice and the challenges that new nurses face in bridging the gap between idealistic theory and realistic practice. The author’s subsequent graduate nursing education and continued practice in the field resulted in a personal evolution of practice that elicited a profound sense of appreciation for the field and a desire to share these experiences with other practicing nurses and students.

Moral courage in nursing: A concept analysis

2016 ◽  
Vol 24 (8) ◽  
pp. 878-891 ◽  
Author(s):  
Olivia Numminen ◽  
Hanna Repo ◽  
Helena Leino-Kilpi
Keyword(s):  
Final Analysis ◽  
Concept Analysis ◽  
Moral Courage ◽  
Ethical Sensitivity ◽  
Ethical Practice ◽  
Validity And Reliability ◽  
Moral Integrity ◽  
Ethical Considerations ◽  
Exclusion Criteria ◽  
Expert Opinions

Background: Nursing as an ethical practice requires courage to be moral, taking tough stands for what is right, and living by one’s moral values. Nurses need moral courage in all areas and at all levels of nursing. Along with new interest in virtue ethics in healthcare, interest in moral courage as a virtue and a valued element of human morality has increased. Nevertheless, what the concept of moral courage means in nursing contexts remains ambiguous. Objective: This article is an analysis of the concept of moral courage in nursing. Design: Rodgers’ evolutionary method of concept analysis provided the framework to conduct the analysis. Data sources: The literature search was carried out in September 2015 in six databases: PubMed, CINAHL, Scopus, Web of Science, PsycINFO, and The Philosopher’s Index. The following key words were used: “moral” OR “ethical” AND “courage” OR “strength” AND “nurs*” with no time limit. After applying inclusion and exclusion criteria, 31 studies were included in the final analysis. Ethical considerations: This study was conducted according to good scientific guidelines. Results: Seven core attributes of moral courage were identified: true presence, moral integrity, responsibility, honesty, advocacy, commitment and perseverance, and personal risk. Antecedents were ethical sensitivity, conscience, and experience. Consequences included personal and professional development and empowerment. Discussion and conclusion: This preliminary clarification warrants further exploring through theoretical and philosophical literature, expert opinions, and empirical research to gain validity and reliability for its application in nursing practice.

scholarly journals Supporting Australian Clinical Learners in a Collaborative Clusters Education Model: A Mixed Methods Study

2020 ◽  
Author(s):  
Thea van de Mortel ◽  
Lyn Armit ◽  
Brenton Shanahan ◽  
Judith Needham ◽  
Candy Brown ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Nursing Students ◽  
Registered Nurses ◽  
Nursing Student ◽  
Online Survey ◽  
Clinical Placements ◽  
New Graduates ◽  
Australian Health ◽  
Evaluation Approach ◽  
Education Model

Abstract Background: Nursing student numbers have risen in response to projected registered nurse shortfalls, increasing numbers of new graduates requiring transitional support and pressure on clinical placements. A Collaborative Clusters Education Model, in which Entry to Practice facilitators coach ward-based registered nurses to support students’ and new graduates’ learning, may address placement capacity. The research aim was to evaluate the acceptability of the Collaborative Clusters Education Model to stakeholders by examining their perceptions of the facilitators and barriers to the model in its implementation. Methods: A convergent mixed methods evaluation approach was adopted. The study took place in a large Australian health service in south-east Queensland. Participants included Bachelor of Nursing students, Entry to Practice facilitators, ward-based registered nurses, academics and new graduates. A mixed methods design was used. Elements included an online survey of nursing students, and interviews with new graduates, Entry to Practice facilitators, ward-based registered nurses, and academics. Descriptive statistics were calculated on quantitative data. Thematic analysis was conducted on qualitative data. Results: Participants included 134 nursing students, five new graduates, seven Entry to Practice facilitators, four registered nurses, and three nurse academics. Students rated facilitators’ effectiveness highly (4.43/5±0.75), although this finding is tempered by a low response rate (13.5%). For learners, the model provided access to learning experiences, although preferences for sources of support differed between students and new graduates, and further clarification of responsibilities was required. For other stakeholders, three themes emerged: students’ and new graduates’ integration into the workplace can promote learning; tensions arise in new ways to approach performance assessment; and aligning expectations requires high levels of communication. Conclusions: This evaluation found that acceptability was good but at risk from limited clarity around roles and responsibilities. Further research into this model is recommended.

Moral Integrity and Moral Courage: Can You Teach It?

2013 ◽  
Vol 52 (4) ◽  
pp. 229-233 ◽  
Author(s):  
Ruth A. Eby ◽  
Patricia Lynn Hartley ◽  
Patricia Jeanne Hodges ◽  
Rebecca Hoffpauir ◽  
Shirlene Newbanks ◽  
...  
Keyword(s):  
Moral Courage ◽  
Moral Integrity

Student Nurse Simulation Training Incorporating Disease Management and Telenursing for Congestive Heart Failure (CHF) Patients

2014 ◽  
pp. 352-367
Author(s):  
Mary Ann Siciliano McLaughlin
Keyword(s):  
Heart Failure ◽  
Congestive Heart Failure ◽  
Nursing Students ◽  
Disease Management ◽  
Nursing Student ◽  
Simulation Training ◽  
Student Nurse ◽  
Ideal Situation ◽  
Study Results ◽  
Chronically Ill Patients

Telehealth is an ideal situation to combine with simulation in the education of the nursing students. Educating students in the care of chronically ill patients and preparing them to care for these patients in the community is a recurring theme that nurses will continue to face in the future. This chapter delineates the development and study of a student nurse simulation training incorporating disease management and telenursing for Congestive Heart Failure (CHF) patients. The chapter lays the foundation for replicating the activity at other universities. In addition, the chapter depicts the study results of the initiated pilot program. The surveys completed prior to the simulation activity found the students felt the need for such an exercise before graduation. The students also responded that simulation in education is a useful tool. They were also interested in learning more about CHF patients in the simulation lab. Following the study, the students reported feeling that the inclusion of disease management and telehealth was helpful. The students also weighed in on which level of nursing student they believed was most appropriate for learning the content. Overall, the response by the students was positive regarding this activity and simulation education, in general, as based upon their survey comments.

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